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andriod09 Group Title

Quadratic Equation question How do i get from: \[x=-11\pm \frac{121-60}{ 6 }\] to the next part?

  • 2 years ago
  • 2 years ago

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  1. andriod09 Group Title
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    @jwheele1

    • 2 years ago
  2. jwheele1 Group Title
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    ok

    • 2 years ago
  3. cos00155079 Group Title
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    im working on those problems too im not that good but i would simplify 121-6/ then.. which is?

    • 2 years ago
  4. jwheele1 Group Title
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    well first of all.....write out two different equations to eliminate that +-

    • 2 years ago
  5. andriod09 Group Title
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    @cos00155079 you doing the Life of Fred series?

    • 2 years ago
  6. andriod09 Group Title
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    you don't have to do that @jwheele1

    • 2 years ago
  7. jwheele1 Group Title
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    i know you dont have to but its easier...its cool we wont do that then

    • 2 years ago
  8. cos00155079 Group Title
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    the what? nooo...

    • 2 years ago
  9. jwheele1 Group Title
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    121 - 60 = ?

    • 2 years ago
  10. andriod09 Group Title
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    61

    • 2 years ago
  11. andriod09 Group Title
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    10

    • 2 years ago
  12. andriod09 Group Title
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    \[1\] \[-21\]

    • 2 years ago
  13. cos00155079 Group Title
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    why 60/6 if it was a 61?

    • 2 years ago
  14. andriod09 Group Title
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    ik

    • 2 years ago
  15. jwheele1 Group Title
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    alright lets see now...

    • 2 years ago
  16. andriod09 Group Title
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    the equation is: \[x=-11\pm \frac{ \sqrt{121-60} }{ 6 } \]

    • 2 years ago
  17. jwheele1 Group Title
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    oh lawd....lol

    • 2 years ago
  18. jwheele1 Group Title
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    sq rt of 121 = 11

    • 2 years ago
  19. jwheele1 Group Title
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    whats with teh line over the 0?

    • 2 years ago
  20. andriod09 Group Title
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    its just how it is. not my doing.

    • 2 years ago
  21. jwheele1 Group Title
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    well...it means that its a repeating number but its usually only after a decimal point...weird.

    • 2 years ago
  22. jwheele1 Group Title
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    I have no idea what to do with the 60 and the line over it.

    • 2 years ago
  23. andriod09 Group Title
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    the original equation is: \[3x^{2}+11x+5=0\]

    • 2 years ago
  24. jwheele1 Group Title
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    any specific way she is wanting you to go about that?

    • 2 years ago
  25. andriod09 Group Title
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    its a messup about square roots.

    • 2 years ago
  26. jwheele1 Group Title
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    or can we solve for x any old way?

    • 2 years ago
  27. andriod09 Group Title
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    yea, using \[ax^{2}+bx+c=0\] and the \[x=-b\pm\frac{ \sqrt{b^{2}-4ac} }{ 2a }\]

    • 2 years ago
  28. jwheele1 Group Title
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    the QuAdRaTiC ForMulA.....lol

    • 2 years ago
  29. jwheele1 Group Title
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    ok so 3x^2 + 11x +5 = 0 ax^2 + bx +c

    • 2 years ago
  30. jwheele1 Group Title
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    a = 3 b = 11 c = 5

    • 2 years ago
  31. jwheele1 Group Title
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    \[-11\pm \frac{ \sqrt{11^{2}-4(3*5c)} }{ 2(3) }\]

    • 2 years ago
  32. jwheele1 Group Title
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    does that look right?

    • 2 years ago
  33. jwheele1 Group Title
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    ignore the c next to the 5, lol |dw:1348620564257:dw|

    • 2 years ago
  34. jwheele1 Group Title
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    |dw:1348620625370:dw|

    • 2 years ago
  35. jwheele1 Group Title
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    i see where we screwed up now in the beginning

    • 2 years ago
  36. jwheele1 Group Title
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    |dw:1348620687638:dw|

    • 2 years ago
  37. jwheele1 Group Title
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    NOW......what has your teacher said to do with this?

    • 2 years ago
  38. jwheele1 Group Title
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    because you can find common denominaters and put it all over one bar or you can leave it the way it is.

    • 2 years ago
  39. andriod09 Group Title
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    I teach my self. I am homeschooled, i use the LoF series.

    • 2 years ago
  40. jwheele1 Group Title
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    oh, cool

    • 2 years ago
  41. jwheele1 Group Title
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    well....you could work it out to this way if you wanted to.... |dw:1348620830185:dw|

    • 2 years ago
  42. andriod09 Group Title
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    the last answer i got was \[x_{1}\] and \[x_{2}\]

    • 2 years ago
  43. jwheele1 Group Title
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    OH yeah...i forgot this was all part of an original equation....this one might be too complicated for the quad formula. have you tried grouping method?

    • 2 years ago
  44. jwheele1 Group Title
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    i mean factoring

    • 2 years ago
  45. andriod09 Group Title
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    and it was \[x=\frac{-9\pm7} { 8 }\] I did the quadratic formula on all of these so far, its a quadratic formula page. they're supposed to use the quadratic formula

    • 2 years ago
  46. jwheele1 Group Title
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    ok well then we must find exact values

    • 2 years ago
  47. jwheele1 Group Title
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    the sq rt of 61 is 7.810249675906654

    • 2 years ago
  48. jwheele1 Group Title
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    divided by 6 = 1.301708279317776

    • 2 years ago
  49. jwheele1 Group Title
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    -11 + 1.301708279317776 = ? -11 - 1.301708279317776 = ?

    • 2 years ago
  50. andriod09 Group Title
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    we need not find exact values, we need to find \[x_1\] and \[x_2\]

    • 2 years ago
  51. jwheele1 Group Title
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    x1 and x2 are exact values

    • 2 years ago
  52. jwheele1 Group Title
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    it appears anyways...this one is ugly

    • 2 years ago
  53. jwheele1 Group Title
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    x1 = -9.698291720682224, x2 = -12.30170827931778 lol

    • 2 years ago
  54. jwheele1 Group Title
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    none of this seems right to me and its driving me nuts, lol

    • 2 years ago
  55. jwheele1 Group Title
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    for sure you need to find the square root of 61

    • 2 years ago
  56. jwheele1 Group Title
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    which is not what you have in your original problem at the top

    • 2 years ago
  57. jwheele1 Group Title
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    http://www.mathsisfun.com/quadratic-equation-solver.html

    • 2 years ago
  58. jwheele1 Group Title
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    Heres your answer

    • 2 years ago
  59. jwheele1 Group Title
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    • 2 years ago
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  60. andriod09 Group Title
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    its these: \[x_{1}=\frac{ -11+\sqrt{61} }{ 6 }\] and \[x_{1}=\frac{ -11-\sqrt{61} }{ 6 }\]

    • 2 years ago
  61. jwheele1 Group Title
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    thats what i would put....what you just put

    • 2 years ago
  62. andriod09 Group Title
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    this is what my brother says, who is in college.

    • 2 years ago
  63. jwheele1 Group Title
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    i am also in college. I woudl also stop there...I thought it was weird that were were trying to find the actual value for x1 and 2

    • 2 years ago
  64. andriod09 Group Title
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    |dw:1348621589793:dw|

    • 2 years ago
  65. jwheele1 Group Title
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    That is if you put it all under one common denominator which some teachers ask for...usually that is not what they want though

    • 2 years ago
  66. jwheele1 Group Title
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    it means the same thing but most people show it liek yoru brother did

    • 2 years ago
  67. andriod09 Group Title
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    w/e i have it and its done. thanks for any help!

    • 2 years ago
  68. jwheele1 Group Title
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    yw

    • 2 years ago
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